User talk:Glavinm/sandbox

Article Evaluation
User:woodem/sandbox and User:peterbryant04/sandbox

Lack of citation throughout article. Written poorly, run on sentences. Incorrect information, IEPs are not required to be maintained through 21st or 22nd birthday. Poor organization throughout intro.Glavinm (talk) 14:25, 28 September 2017 (UTC)

I plan to add more in about the specific laws and age restrictions. Glavinm (talk) 14:26, 28 September 2017 (UTC)

Intro needs to be reworked, Emily is going to work on this United States section needs sources, Pete is going to work on this Procedural requirements has inaccurate information, Mel is going to work on this Members of the IEP team need sources Role of parents needs sources Developing student's educational plan needs sourcesGlavinm (talk) 14:16, 2 October 2017 (UTC)

United States
This section is poorly written with little organization apparent. I think the aim of this section is to identify the US laws regarding individualized education plan. Eligibility requirements should be listed out here, as well as applicable laws. Federal and state laws should be acknowledged. Glavinm (talk) 13:45, 16 October 2017 (UTC)

Section 504 of the Americans with Disabilities Act require that school districts provide a Free Appropriate Public Education (FAPE) to each student who has a qualified disability. What qualifies a disability depends on state regulations. Glavinm (talk) 13:50, 16 October 2017 (UTC)

A physical or mental impairment is defined by Section 504 regulatory provision at 34 C.F.R 104.3(j)(2)(i) as "any physiological disorder or condition, cosmetic disfigurement, or anatomical loss affecting one or more of the following body systems: neurological; musculoskeletal; special sense organs; respiratory, including speech organs; cardiovascular; reproductive; digestive; genito-urinary; hemic and lymphatic; skin; and endocrine; or any mental or psychological disorder, such as mental retardation, organic brain syndrome, emotional or mental illness, and specific learning disabilities. The regulatory provision does not set forth an exhaustive list of specific diseases and conditions that may constitute physical or mental impairments because of the difficulty of ensuring the comprehensiveness of such a list." [1] Glavinm (talk) 13:58, 16 October 2017 (UTC)

Eligibility varies depending on educational level, as well as the nature of services provided. Qualifications for eligibility differ in elementary and secondary education as compared to postsecondary education, as in postsecondary education the student must meet the academic and technical standards for admission to the institution. Glavinm (talk) 14:03, 16 October 2017 (UTC)

Members of the IEP team
The IEP team consists of the students with special needs, their parent(s) or legal guardian(s), and professionals with various backgrounds, education, and affiliations to provide the student their appropriate educational and related services. PeterBryant04 (talk) 14:20, 16 October 2017 (UTC) The professionals includePeterBryant04 (talk) 15:44, 16 October 2017 (UTC) the student's case manager, at least one general-education teacher, a representative of the school or of the school district who is knowledgeable about the availability of school resources, and an individual who can interpret the instructional implications of the results of the student's evaluation (such as the school psychologist).

The parent or school may also bring other individuals who have knowledge or special expertise regarding the child. For example, the school may invite related service providers such as speech and occupational therapists. The parent may invite professionals who have worked with or assessed the child, or someone to assist the parent in advocating for the needs of his or her child, such as a parent advocate or an attorney.

If appropriate, the child may also participate in IEP team meetings. For example, some children begin participating in their IEP meetings when they reach middle school age.

A typical IEP team, and team meeting includes:


 * One or both of the child's parents. Consistent with the IDEA's stated policy, parents should expect to be treated as equal participants with school personnel in developing the IEP.
 * A case manager or a representative of the school district (not the student's teacher) who is qualified to provide or supervise special education.
 * The student's teacher(s), and principal(s). If the child has more than one teacher, then all teachers are invited to attend, with at least one teacher required to attend.
 * If the program to be recommended includes activities with general education students, even if the child is in a special education class in the school, a general education teacher is required to attend.
 * Any provider of a related service to the child. Normally this would be speech therapy, occupational therapy, or adapted physical education.
 * Professionals who are qualified to explain the results of the testing. Usually this requires at least the presence of a psychologist and educational evaluator, if an assessment or report is reviewed. This usually occurs at the 3-year review, or triennial IEP.
 * Parents may bring with them any others involved with the child who they feel are important for the IEP team to hear; for example, the child's psychologist or tutor.
 * Parents may elect to bring an educational advocate, a social worker, and/or a lawyer knowledgeable in the IEP process.
 * Although not required, if the student is receiving related services (such as speech therapy, music therapy, physical therapy or occupational therapy), it is valuable for related service personnel to attend the meeting or at least provide written recommendations concerning the services in their area of specialty.
 * The student's guidance counselor may be needed in attendance to discuss courses that may be required for the student for his or her education.

Lead
Individualized education plan, or IEP, is a legal document that is formed by teachers, therapist, and parents/caregivers of a school- age child that is perceived to have educational limitations (Stranberry, 2017). The IEP is part of the Individuals with Disabilities Education Act (IDEA), originally titled the Education of Handicapped Children Act, was passed in 1975 and amended in 1990, 1997 and 2004 (University of Washington, 2017). The purpose of IDEA is to provide children with disabilities the special education and related services they individually require to succeed. IDEA also protects the rights of these children and their families under federal law (University of Washington, 2017). The IEP is created through a team effort and is reviewed periodically (1). While Saudi Arabia also refer to this document as the IEP, Canada and the United Kingdom’s equivalent is referred to as the Individual Education System. An IEP defines the individualized objectives of a child who has been determined to have a disability, as defined by federal regulations. The IEP is intended to help children reach educational goals more easily than they otherwise would.[3] In all cases the IEP must be tailored to the individual student's needs as identified by the IEP evaluation process, and must especially help teachers and related service providers (such as paraprofessional educators) understand the student's disability and how the disability affects the learning process.

Woodem (talk) 14:31, 16 October 2017 (UTC)